A. Engage the Learner - RI.7.4 (5 minutes)

• Repeated routine: students respond to questions on Entrance Ticket: Unit 1, Lesson 9.

• Once students have completed their entrance tickets, use a total participation technique to review their responses. Then add gets a foothold to the domain-specific word wall with translations in home languages where appropriate, and invite students to add the phrase to their vocabulary logs.

• Repeated routine: follow the same routine as with the previous lessons to review learning targets and the purpose of the lesson, reminding students of any learning targets that are similar or the same as in previous lessons.

A. Read Patient Zero, Pages 45–46, 48, and 50–51 (10 minutes)

• Repeated routine: Follow the same process as with previous lessons for students to reread pages 45–46, 48, and 50–51 of Patient Zero, using the Text Guide: Patient Zero (for teacher reference) as necessary. If students do not finish reading the excerpt within the allotted time, use the Synopsis: Patient Zero, Pages 45–46, 48, and 50–51 document to review the key details from the excerpt. Then have students identify the meaning of unfamiliar vocabulary, reflect on their reading as they choose, and record the overall gist on sticky notes using the following resources as appropriate: vocabulary logs, Work to Become Ethical People anchor chart, and Questions about Epidemics anchor chart.

• Gist: Snow invented mapping and shoe-leather method.

MEETING STUDENTS' NEEDS 

At the end of Work Time A, challenge students to prepare for the analysis work they will do in Work Time B by listing on their copies of Synopsis: Patient Zero, Pages 45–46, 48, and 50–51 the key individuals (people), events, and ideas (beliefs about disease) that they read about in the chapter. They can share this list with their classmates who need heavier support.

At the end of Work Time A, support students to prepare for the analysis work they will do in Work Time B by working with their classmates who need lighter support to highlight on their copies of Synopsis: Patient Zero, Pages 45–46, 48, and 50–51 the key individuals (people), events, and ideas (beliefs about disease) that they read about in the chapter.

B. Analyze Interactions among Individuals, Events, and Ideas: Patient Zero, Pages 45–46, 48, and 50–51 – RI.7.3 (10 minutes)

• Review the appropriate learning targets relevant to the work to be completed in this section of the lesson:

“I can identify key individuals, events, and ideas in a text.”

“I can analyze how individuals, ideas, and events influence one another.”

MEETING STUDENTS' NEEDS 

Before releasing students to begin their small group discussions in Work Time C, post the follow-up questions and challenge students to create sentence starters to answer each one. Remind students to also create sentence starters to give evidence that supports their responses. They can share these sentence starters with their classmates who need heavier support. Creating sentence starters gives students confidence with language structures they can use in their discussions.

At the end of Work Time B, if time allows, challenge students to act out the flowchart by assigning students roles of “most people,” patient zero, investigators, and narrator. (Partner students at varied levels for roles, so students who need lighter support can model actions for their classmates who need heavier support.) The narrator reads from the flowchart while the other students act out the ideas, events, and individual actions. For example, the narrator might read, “Before the cholera epidemic, most people believed that miasma or bad air caused disease.” The students playing the role of “most people” would pantomime smelling bad air and getting sick. Enacting the flowchart helps students and their classmates who need heavier support visualize the abstract interactions from the text. 

• Ask students to retrieve their Solve Patient Zero, Chapter 2 note-catcher (pages 40–45, 47, and 49) and the Solve Patient Zero, Chapter 2 note-catcher (pages  40–45, 47, and 49) ▲ as necessary. The differentiated note-catcher supports students in analyzing interactions among individuals, events, and ideas with sentence starters. ▲

• Inform students that they will continue their work from the previous lesson filling out their note-catchers, adding in new information from pages 45–46, 48, and 50–51. Remind students of the purpose of each of the boxes in the note-catcher, and allow time for any questions. Then release students to fill in their note-catchers in pairs or triads.

• Repeated routine: invite students to reflect on their progress toward the relevant learning targets.

MEETING STUDENTS' NEEDS 

During Work Time B, invite students to use the Solve Patient Zero, Chapter 2 note-catcher  ▲ from Lesson 8. The sentence starters in this resource support students in analyzing the interactions of individuals, events, and ideas.

Before releasing students to begin their small group discussions in Work Time C, post the follow-up questions and provide students with sentence starters to answer each one. (These may come from their classmates who need lighter support.) Allow time for students to complete the sentence starters in writing and orally rehearse their statements with a partner. Writing down and practicing sentences they can use in a discussion gives students confidence to increase their successful participation.

At the end of Work Time B, if time allows, challenge students to act out the flowchart by assigning students roles of “most people,” patient zero, investigators, and narrator. (Partner students at varied levels for roles, so students who need heavier support can follow and imitate the actions of their classmates who need lighter support.) The narrator reads from the flowchart while the other students act out the ideas, events, and individual actions. For example, the narrator might read, “Before the cholera epidemic, most people believed that miasma or bad air caused disease.” The students playing the role of “most people” would pantomime smelling bad air and getting sick. Enacting the flowchart helps students and their classmates who need heavier support visualize the abstract interactions from the text. 

C. Discuss Interactions among Individuals, Events, and Ideas: Patient Zero, Pages 45–46, 48, and 50–51 – SL.7.1 (10 minutes)

• Review the appropriate learning targets relevant to the work to be completed in this section of the lesson:

“I can identify the individuals, events, and ideas in a text.”

“I can analyze how individuals, ideas, and events influence one another.”

• Invite students to form small groups to discuss the new events, actions, or ideas that they discovered in this excerpt. Circulate and support students in identifying these elements, referring to the Solve Patient Zero, Chapter 2 note-catcher (pages 45–46, 48, and 50–51) (for teacher reference).

• Refocus groups and use a total participation technique (e.g., cold call or equity sticks) to invite students from each group to discuss the new elements of the text they identified and how they interact to change our ideas about disease.

• To prompt a more detailed discussion, consider asking students the following questions:

“How did discovering Frances Lewis’ death certificate (45) influence Whitehead’s ideas about the epidemic?” (It showed him that the epidemic had started earlier than he thought, and was likely caused by Frances.)

“What language does the author use on page 46 to convey the importance of this discovery to Whitehead?” (The author writes that Whitehead’s hands “began trembling” and his “brain whirled” to show how excited he was by the discovery.)

“How do the ‘Tools of the Trade’ sections on pages 47 and 48 show how John Snow’s actions and ideas continue to be influential today?” (The sections describe why “Snow is now known as the father of epidemiology” by explaining how his techniques are still used. On page 47, the author explains that Snow’s map is “still studied” by students of epidemiology. On page 48, the author says that the “shoe-leather” method Snow invented is “still one of the most valuable ways” epidemiologists collect information.)

A. Whole-Group Constructed Response Critique – W.7.5 (10 minutes)

• Explain that the class will work together to review one of the student’s constructed responses from the previous lesson’s homework (or use the Model Constructed Response for this critique).

• Together with students, create a Criteria of an Effective Constructed Response anchor chart. Ask students to grapple and Think-Pair-Share:

“What are the criteria of an effective constructed response paragraph?” (topic sentence that restates the question, statements that answer the question, evidence from the text that supports the ideas in the statements, etc.)

• Correct and refine student responses, recording key criteria on the anchor chart.

• Display and read aloud the student or model constructed response. Use the anchor chart to identify one or two areas that have consistently needed improvement in most students’ writing (e.g., students may be struggling to write concisely or identify the best evidence to support their ideas). To support all students, write these area(s) on the board and offer some general examples (not from the students’ writing). To increase engagement and investment, have students review their own constructed responses and determine which area they think they need to address. Ask the class to vote on the most important area(s) to address.

• Focus students on the Work to Become Ethical People anchor chart, and remind them of respect, empathy, and compassion, as this is someone’s personal written work. If necessary, model and guide students to practice giving courteous and constructive feedback. Optionally, show the Austin’s Butterfly video (http://eled.org/austins-butterfly) to model constructive feedback. Also, provide sentence frames on the board, read them aloud, and model using them: 

“I like how you _____, but I don’t understand _____. Can you _____? I like how you _____, but I think _____ needs revision because _____. Can you _____?” ▲

• Focus the class on the first area of need, and use a Think Aloud to model explaining the problem and brainstorming ideas for fixing it. (E.g., “There doesn’t seem to be a topic sentence that restates the question. Let’s reread the question and work together to restate it as a topic sentence.” or “This doesn’t seem to be the strongest evidence to support this idea. How can we find better evidence to support this idea?”) Invite volunteers to join in brainstorming ideas for revising the piece. Ask students to Think-Pair-Share about which solution they think is best and why. Come to a consensus about which revision(s) to recommend to the writer. Note this on the displayed copy of the summary.

• Focus the class on the area of need, and have students work as a class to generate suggestions. Continue this process, eventually releasing students to work independently or in pairs to identify areas in need of revision and generate suggestions.

• Incorporate reflection on and awareness of the following academic mindset: “I belong in this community.” Have students reference the Mindsets and Habits of Character handout as needed.

• Ask students to Think-Pair-Share:

“How do respect, empathy, and compassion help you feel a sense of belonging in this classroom community?” (Responses will vary, but may include: when my classmates listen to me, I feel like I have a safe place in this classroom.)